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Abstract

Assessments of computer-based training (CBT) are difficult to generalize, but some evidence suggests that CBT can be more cost-effective than traditional classroom training, with comparable student learning. This paper reviews the current literature and describes an empirical study of CBT effectiveness for teaching microcomputer software in a required college-level business class. Students were divided into an experimental class (using CBT) and a control group (using traditional lectures). An analysis of influential learning factors could find no meaningful differences between these two groups. The statistical results of six different course performance measures indicated that the experimental students performed as well as the control students on homework assignments and hands-on skill tests, and were equally-satisfied with their training.